Reflective Practice

This is a reflective learning mind map, developed using the bubble.us website. This is a very modern version of the old spider plans that I used years ago to plan an essay or assignment. Bubbl.us is brainstorming (or to be politically correct) thought showering made easy.

The mind map I would use in my daily work as a nurse when teaching students at a clinical level. I would prepare a particular practical skill, then reflective on the process and outcome. I would have prepared these on paper which were kept in my office, and to say they were looking a little worse for wear would be an understatement. However, now having discovered bubble.us they can be adapted and stored safely on my computer.

They are colourful, changeable and more interactive to the student.

As part of reflective mind mapping, incorporating Kolb's theory into my teaching practice was beneficial in my area of work. As Nurses, reflection was incorporated into our practice so the theory is very suited. Constant reflection allows for appropriate change and enhancement of the experience. I enclose this very simple, concise diagram and explanation of the learning cycle.

The Experiential Learning Cycle

Kolb's experiential learning style theory is typically represented by a four stage learning cycle in which the learner 'touches all the bases':

1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience).
2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding).
3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept).
4. Active Experimentation (the learner applies them to the world around them to see what results).

Effective learning is seen when a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test hypothesis in future situations, resulting in new experiences.

Kolb (1974) views learning as an integrated process with each stage being mutually supportive of and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence.

However, effective learning only occurs when a learner is able to execute all four stages of the model. Therefore, no one stage of the cycle is an effective as a learning procedure on its own.